“…The case of bilingual education emblematizes the broader political economic history of 1960s' education-based reforms as a process of hegemonic interest convergence through which democratic and egalitarian aspirations were redirected into reforms that were as much about promoting social control as about attempting to alleviate poverty or inequity. Although bilingual education has become increasingly framed as a cultural project instead of an economic one in the decades since 1968 (Blanton, 2014;Dabach & Faltis, 2012;Hong, 2011;Michener, Sengupta-Irving, Proctor, & Silverman, 2015;Moran, 1988;Santa Ana, 2002;Suh, 2016), its longer legacy as a project of social control continues to shape debates even within its current iteration (Flores, 2016;Hsu, 2015;Sung, 2008;Zion, York, & Stickney, 2017).…”